Republic of the Philippines

Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY

NAME: ____________________________SCHOOL: ________________________

ACTIVITY SHEET IN SCIENCE -8

1st Quarter, Week 1 – (Investigate the relationship
between the amount of force applied and the
mass of the object to the amount of change in
the object’s motion)
ACTIVITY 1
Forces on Objects at Rest
Direction: Answer the activity on separate sheet of paper

Objectives: After performing the activity, you should be able to

a. identify the forces acting on objects at rest

b. draw a free-body diagram for a given situation

Materials: pen, string, scissors, book

Procedure:
Situation 1

1. Hang a pen by a piece of string as shown in the figure

Q1. Is the pen at rest or in motion?

Q2. Are there forces acting on the pen? If yes, draw the forces. Use the free-body
diagram

2. Cut the string with a a pair of scissors

 Warning: Do not play with scissors

Q3. What happens to the pen? What could have caused the pen’s motion?

Situation 2

1. Place a book on top of a table as shown in the figure.

Q4. Is the book at rest or in motion?

Q5. Are there forces acting on the book? If yes, draw the forces acting on the book.
Use the free-body diagram.

Q6. How will you make the book move?

ACTIVITY 2
Directions: Which of the following are examples of balanced forces? unbalanced
forces? Write down your answer on the given table. Use separate sheet of paper for
your answer.

Balanced Force Unbalanced Force

1. An airplane taking off

2. A book resting on a table
3. Kicking a football
4. A picture hanging on a wall
5. A parachutist falling at constant speed
6. A car slowing down
7. A bike speeding up
8. A boy standing still
9. Stretching a spring
10. A car on a garage
 ACTIVITY 3
Directions: There are four situations shown below, using the free-body diagram,
determine the net force acting upon the object. Write your answer on separate sheet
of paper.

ACTIVITY 4
Paper Clip Racers
Objectives: After doing the activity, you should be able to prove Newton’s second
law of motion

Materials: paper clips, string

Procedure:
1. Tie a paper clip to each end of a long string.
2. Hook two more paper clips to one end.
3. Place the single paper clip end in the center of the table.
4. Hang the three paper clip end off the side of the table.
5. Release the paper clips and record your observation.
6. Add one more paper clip to the hanging end, repeat the experiment, and
record your observations.
7. Place as many paper clips of your choosing one end, repeat the experiment,
and record your observations.
 8.

Observations
Three paper clips hanging
_____________________________________________
Four paper clips hanging
______________________________________________
paper clips hanging
______________________________________________

Note: By adding paper clips you have increased the force

Guide Questions:

1. What happened each time you let go of the single paper clip? Explain
______________________________________________________________
______________________________________________________________
2. Explain the relationship between the number of hanging paper clips and the
motion of the single paper clip on the table (force vs acceleration)
_____________________________________________________________________
_____________________________________________________________________

ACTIVITY 5
SOLVE THE FOLLOWING PROBLEMS.

1. A rope is used to pull a 2.89-kg bucket of water out of a deep well. What is the
acceleration of the bucket when the tension in the rope is 30.2 N?

2. A 0.104-kg model rocket accelerates at 45.9 m/s/s on take off. Solve the upward
thrust experienced by the rocket.

3. Sophia, whose mass is 52 kg, experienced a net force of 1800 N at the bottom
of a roller coaster loop during her school’s physics field trip to the local
amusement park. What is Sophia’s acceleration at this location?
 ACTIVITY 6
A. Given the following illustrations below, explain how is Newton’s second law of
motion applied in the situations.

1. 3.

2. 4.

B. Considering Newton’s law of acceleration, which will you prefer to buy – a standard
car or a sports utility vehicle (SUV). Explain you answer.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

ACTIVITY 7
Directions: Fill up the given table to solve for the unknown quantity.

Net Force (N) Mass (kg) Acceleration (m/s/s)

10 2 X

20 2 X

20 4 X

X 2 5

10 X 10
 Republic of the Philippines
Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY

NAME: ________________________SCHOOL: _________________________

ACTIVITY SHEET IN SCIENCE -8

1st Quarter, Week 2 – (Infer that when a body exerts
a force on another, an equal amount of force is
exerted back on it)

ACTIVITY 1
WORD SEARCH:

Direction: Encircle the words listed below.

A J Z B E C R O F Y R W Q F R
C M W J L N X R O L O C K M E
T B R H E O P P O S I T E O A
I C D K T I K S H F G S G G C
O Z A G L T O C S Y R M S D T
N W Q A N O I T C A R E T N I
A A U P M M A G N I T U D E O
R Q F Y I F Y B M E D A W P N
E J V F B C L B L P K X G T V
M I S A A C N E W T O N B O B

ACTION EQUAL FORCE INTERACTION

MOTION ISAAC NEWTON MAGNITUDE

OPPOSITE REACTION
 ACTIVITY 2
Check Me In!!!Check Me Out!!!
Objective:
• Identify the interaction force pairs
• Describe the other force in the action-reaction force pair

Materials:
Pen, Paper

Procedures:
1. Using each diagram, you are going to identify the interaction force in pairs.
2. The first example is done for you.

Direction: Identify the reaction in each action situation.

A. Baseball pushes glove leftwards.

B. Bowling ball pushes pin leftward.

C. Enclosed air particles push balloon well outward.

 ACTIVITY 3
Direction: Identify the ACTION and REACTION FORCES in the following situation.

1. Consider the interaction depicted below between foot A, ball B and foot C. The
three objects interact simultaneously (at the same time). Identify the two pairs of
action-reaction forces. Use the notation “foot A”,”foot C”, and “ball B” in your
statements.

2. Identify at least six pairs of action-reaction force pairs in the following

diagram. A man tied between in an elephant and a truck.

Guide Questions:

Q1. Were you able to identify the interaction force pairs? If yes, how?

Q2. How many forces are acting on Newton’s third law of motion?

Q3. What are these interacting forces called?

 ACTIVITY 4
Vocabulary check.
Direction: Match the column A to column B. Write only the letter of the correct answer.
Use separate paper for your answer.

COLUMN A COLUMN B
1. Newton's third law a. the force that act in one direction in an
object
2. Action Force b. the force acting on the opposite direction
3. Reaction Force c. the process of moving or being moved
4. Motion d. the great size or extent of force
5. Magnitude e. Law of Interaction

ACTIVITY 5

Direction: Determine if the following statements are true or false.

1. Forces always act in pairs.
2. Action and reaction forces always cancel out.
3. Action and reaction forces always result in motion.
4. The structural design of race cars is based on Law of Interaction.
5. When two objects interact with each other there will always be no change in
state of motion for both objects.
6. Newton’s third law of motion is also called as the law of conservation of mass.
7. In the Newton’s third law of motion, two forces have same line of action.
8. Law of Interaction is formulated by Isaac Newton.
9. Rockets are unable to accelerate in space because there is no air in space.
10. For every action, there is an equal but opposite reaction.
 ACTIVITY 6

A. PHOTO QUIZ.
In the picture shown below, the action-reaction pair is shown by the arrows
and the action-reaction described in words. Write the correct reaction for
every action in each pair.

Example:

Action force: FIST HITS WALL

Reaction force: WALL HITS FIST
WITH AN ARROW SHOWING DIRECTION OF THE FORCE
1. WINDSHIELD OF A 2. BAT HITS BALL
CAR HITS BUG

1. Reaction Force: 2. Reaction Force:

3.HEAD BUMPS BALL 4.ATHLETE LIFTS

BAR/WEIGHT UPWARD

3.Reaction Force: 4. Reaction Force:

5. HAND TOUCHES NOSE

5. Reaction Force
Republic of the Philippines
 Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY

NAME: __________________________SCHOOL: _________________________

ACTIVITY SHEET IN SCIENCE -8

1st Quarter, Week 2-3– (Identify and explain the
factors that affect potential and kinetic energy)
ACTIVITY 1
Height, Mass and Potential Energy
Direction: Answer the activity on separate sheet of paper

Objectives: After performing the activity, you should be able to

a. Describe potential energy.

b. Explain how height, gravity and mass affect potential energy.

Materials: marble, large pan, flour, ping – pong ball, golf ball

Procedure:

1. Set a small marble on the floor of your room.

Question No. 1: Does the marble possessed potential energy in its current state?
Why?

2. Raise the marble about one foot in the air.

Question No. 2: Does the marble possessed potential energy in its current state?
Why?

3. Drop the marble into a large pan filled with a few inches of flour. Gently remove it
from the pan and measure the width of the impact crater left in the flour. Climb on
 a chair and drop the marble from a height of about seven feet. Measure the new
impact crater. Repeat the experiment with the large marble, the Ping-Pong ball,
and the golf ball. Take notes throughout the experiment. After the demonstration
is complete.

Question No. 3: Draw conclusions about how mass and height impact the amount of
potential energy an object has.
________________________________________________________________

ACTIVITY 2
Forces on Objects at Rest

Objectives: After performing the activity, you should be able to:

a. Describe elastic potential energy.

Materials: plastic ruler, table, chalk

Procedure:

1. Get a plastic ruler that could be bent without breaking.

2. Hold it on the table, then, bend it. Place a piece of chalk near the bent end of the
ruler.

Fig. 2.1

a) A ruler is bent with a piece of b) The bent end is released

chalk near the bent end.

3. Release the bent end of the ruler. Describe what happened to the chalk.
_________________________________________________________________
 ACTIVITY 3
Direction: Calculate the unknown in the following problems.

1. Calculate the potential energy of a rock with a mass of 5 kg while sitting on a

cliff that is 30 m high.
2. A car is sitting on a hill which is 20 m higher than ground level. Find the mass
of the car if it contains 362,600 J of potential energy?
3. What distance is a book from the floor if the book contains 195 Joules of
potential energy and has a mass of 5 kg?

ACTIVITY 4
Kinetic Energy
Direction: Answer the activity on separate sheet of paper

Think about the definition of kinetic energy and decide which of the objects below have
kinetic energy.

Object/Situation Does it have kinetic Give a reason for your

energy? (Yes or no) answer.
1. A lady running.
2. A bird in flight.
3. A stop street
4. A roller coaster.
5. An apple.

ACTIVITY 5
Direction: Calculate the unknown in the following problems.

1. An object has a kinetic energy of 88 J and a mass of 45 kg, how fast is the
object moving?
2. An object moving with a speed of 21 m/s and has a kinetic energy of 140 J,
what is the mass of the object.
3. What is the Kinetic Energy of a 100 kg object that is moving with a speed of
12.5 m/s?
 ACTIVITY 6
Analyze the situation and answer the following questions.
1.Which of these has more Kinetic Energy, the truck or the motor vehicle (assuming
that they have the same speed). Explain your answer.
___________________________________________________________________

2.Which of these has less Potential Energy, the rock on the top of the mountain with
a mass of 25 kilograms or a rock at the surface with a mass of 1.5 kilogram. Explain
your answer.
__________________________________________________________________

ACTIVITY 7
Direction: Classify the object or situation as kinetic or potential energy by putting a
check mark on the box.
Object/ Situation Kinetic Energy Potential Energy
1. Bullet
2. Moving car
3. Wind Mills
4. Bullet from a gun
5. Flying Airplane
6. Spring
7. Food we eat
8. Walking
9. Rubber Band
10. Cycling
 Republic of the Philippines
Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY

NAME: ________________________SCHOOL: _________________________

ACTIVITY SHEET IN SCIENCE -8

1st Quarter, Week 4 – (Investigates the effect of
temperature to the speed of sound)
ACTIVITY 1
Analyze and try to answer the following problem below. Use a separate sheet
of paper for your answers.
1. Two identical water basins contain the same amount of water but with different
temperature. You want to test which between the two basins will be able to
transmit sound faster. You put two phones inside two zip lock bags, then placed
it in the basins separately and let it play music. Which basin do you think will
transmit sound faster? Support your answer.

Basin A with 20 °C of water Basin B with 40 °C of water

Source: stockunlimited.com
Answer:
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. You, together with your classmates, will perform a speech choir the next day.
You decided to have your final practice late afternoon so that you will have an
idea how your performance will be and at the same time to check for errors.
There are only two rooms available. Room A has only one electric fan while
Room B is fully air-conditioned. Which room should you choose? Support your
answer.

Answer:
________________________________________________________________
________________________________________________________________
_______________________________________________________________
 ACTIVITY 2
Direction: Answer the following sample problems given below. Use a separate sheet
of paper for your answers. Follow the format given below. The first one is done for you.
Note: You may use a calculator for solving.
a. given
b. missing variable
c. formula
d. solution

1. What is the speed of sound in air with temperature of 21 degree Celsius?

a. speed of sound in dry air = 331 m/s temperature = 21 °C
constant factor of temperature = 0.6 m/s°C
b. v =?
c. v = 331 m/s + 0.6 m/s°C (T)
d. v = 331 m/s + 0.6 m/s°C (21 °C)
= 331 m/s + 12.6 m/s
v = 343.6 m/s

2. Solve for the speed of sound in air with temperature of 35 °C.

3. Calculate the speed of sound if the temperature reads at 43 °C.

4. What is the speed of sound in air if the temperature is at 37 °C?

ACTIVITY 3
Investigating the Effect of Temperature to the Speed of Sound
What you will need: 3 persons, two blocks of wood, stopwatch,
thermometer/smartphone, notebook, pen, and a large open space
Note: This activity should be done twice. One in the early morning or at dawn, and one
during noon time (12pm)
Procedure:
1. Go to a large open space near you.
2. Pick two points in that area where two persons will stand on each spot. Make
sure that the distance between them is at least 150 m, but they must be within
sight of each other.
3. One of the two will hold the two blocks of wood while the other one holds the
stopwatch. The third person will be standing near the one who holds the
stopwatch.
 4. The third person will measure the temperature using a thermometer or a
smartphone.
5. At the signal of the one holding the stopwatch, the one holding the blocks of
wood must clack the woods together very hard.
6. Upon seeing the two blocks hit each other, the person should start the
stopwatch and stop it when he/she hears the sound.
7. To have a better accuracy, repeat the steps 5 times. Add up all the recorded
time and then divide it by 5 to get the average.
8. Compute and solve for the speed of sound during the morning and in the noon
time.

Guide Questions: (to be answered on a separate sheet of paper)

Q1: Based on the results of your activity, which has a faster speed of sound, early in
the morning or during noontime?
Answer: ____________________________________________________________
___________________________________________________________________

Q2: In relation to your answer to the first question, why do you think that it has a better
speed of sound compared to the other one?
Answer: ____________________________________________________________
___________________________________________________________________

Q3: How does temperature affect the speed of sound?

Answer: ____________________________________________________________
___________________________________________________________________

Q4: From the activity that you have done, what can you infer?
Answer: ____________________________________________________________
___________________________________________________________________

ACTIVITY 4
Compute the speed of sound in the following temperature:
1. 24 degree Celsius
2. 45 degree Celsius
3. 33 degree Celsius
4. 16 degree Celsius
5. 27 degree Celsius
 Republic of the Philippines
Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY

NAME: ________________________SCHOOL: _________________________

ACTIVITY SHEET IN SCIENCE -8

1st Quarter, Week 4 – (Explain the hierarchy of
colors in relation to the energy of visible light)

ACTIVITY 1
Hunting of light
Procedure:
Students, try looking around your house and find examples of items (mediums)
that transmit, reflect, refract, and absorb light. What do the items in each group have
in common? This helps us identify similarities and tendencies in each group.

Guide question:
1. What items do you get from your house that can transmit, reflect, refract and
absorb light?
2. Given the pictures above, can you try to identify the objects that can transmit,
reflect, refracts and absorb light?

ACTIVITY 2
Color me Crazy
Materials:
Triangular Prism or if not available you may also use a CD (back side only)
Bond paper
Pencil
Coloring pen

Procedure:
1. The white light appears white, it is made up of the colors of the rainbow. The
colors can be separated by shining light through a prism or using the back side of a
CD. This separation is called dispersion. This can be observed in a rainbow and
when sunlight is refracted by a droplet of water.
2. To experience this activity, try to place your object under the sun.
3. Put your bond paper on the light coming from the object, then observe.
4. Be patient while observing, draw what have you seen and color it.

Guide questions:
1. What are the colors have you noticed while doing your activity?
2. Describe the white light as it passes through the object.
3. What do you call the separation of light as it passes from the object used?

ACTIVITY 3
Color my Wheel
Materials:
Color wheel spectrum pattern
Cardboard
Button fastener
Glue/paste
Procedure:
1. Cut the color wheel according to its pattern.
2. Cut the two windows of a color wheel based on its size.
3. Make a hole on the middle of the two color wheel pattern and place the button
fastener, it should be easy to rotate.
4. The different colors should be seen in a smaller window while wavelength,
frequency and energy should appear on the wide window.
5. Try to rotate your color spectrum and let you familiarize with the different color
appear on the smaller window and its corresponding W, F, E on a wide window.
6. Using your white paper, observe your color wheel while you are rotating it. Then,
copy the box below and fill in the table with corresponding combination based on
what have you observed.
Frequency Wavelength Frequency x Energy (eV)
(Hz) (m) Wavelength
Red
Orange
Yellow
Green
Blue
Violet
7. You need to covert first the equivalents of frequencies to Hz, the equivalent of
wavelength to meters and Joule to eV.
The equivalents are the following:
• Terra (T) is a prefix for 10¹² (1 THz = 1x10¹² Hz)
• Nano (n) is a prefix equivalent to 10̄⁹ m)
• 1 eV = 1.6 x 10̄¹⁹ Joule
So, now you know the corresponding equivalent, try to answer the following question
on your white paper using your color wheel spectrum.
1. Which color registers the highest frequency? Shortest wavelength?
2. Which color registers the lowest frequency? Longest wavelength?
3. What can you say about the wavelengths and frequencies of the different colors of
light?
4. What do you observe about the products of frequencies and wavelengths?
5. Do the frequencies of the colors of light increase from red to violet?
6. What can you say about the corresponding energies from red to violet?
7. How is frequency related to the energy of light colors?
 Republic of the Philippines
Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY

NAME: ____________________________SCHOOL: _______________________

ACTIVITY SHEET IN SCIENCE -8

1st Quarter, Week 4 – (Differentiate between heat
and temperature at the molecular level)

ACTIVITY 1
Experiment Using a Thermometer
For this activity you will have to describe the hotness or coldness of water in terms of
temperature.
Objective: Take the temperature of different substances using a thermometer.
Materials: 3 glass cups, thermometer, water and a piece of paper for recording the
results.
Procedures:
1. Fill each glass cup with one hot water: Cup #1 , one cold water: Cup #2 and one tap water:
Cup #3 hot water.

2. Take the temperature of each water by placing the thermometer in each cup and
take note of each temperature.

3. Record the data in the piece of paper per classification.

Hot Water Cold Water Tap Water
________________ °C ________________ °C ________________ °C
Note: If the answer is in Fahrenheit convert the answer into Celsius using this formula
(32°F − 32) × 5/9 = 0°C
4. Leave the glass cups for 5 minutes and take note for the temperature again for the
second time. Record the results.
Second Recording.
Hot Water Cold Water Tap Water
________________ °C ________________ °C ________________ °C

Guide Question:
1. Which glass cups feels hottest and coolest?
2. What do you think is the causes of difference in hotness or coldness of the water
inside the glass cups?
3. In which glass cups is heat transfer taking place?
4. Which glass cups absorbs heat?

ACTIVITY 2
Experiment using a Dye or Food Coloring

In this activity, the student should be able to realize that when heat is added, the
temperature in water increases. Through the use of dye or food coloring in water.
Observing its action will give the students an idea about describing the change that
occur due to heat transfer at a particle level.

Objective: To be able to take the temperature of different substances using a

thermometer with the integration of a food coloring or dye.
Materials: 3 glass cups, thermometer, water, food coloring or dye and a piece of paper
for recording the results.
Procedures:
1. Fill each glass cup with one hot water: Cup #1 , one cold water: Cup #2 and one
tap water: Cup #3 hot water.

2.This time add each glass cup a drop of food coloring or dye.
Answer table for the given data.

Glass Cups Temperature in °C Observation about food

coloring or dye in each
glass cups with water.
cold water: Cup #1
tap water: Cup #2
hot water: Cup #2

Guide Question:

1. What are the similarities and differences you observed when you dropped a dye of
food coloring in each glass cups?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________________
2. In which container did the food coloring or dye scattered the fastest? and slowest?
___________________________________________________________________
___________________________________________________________________
______________________
3. What can you say about the relationship of the temperature of the water and the
scattering of each food coloring or dye in the water?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________
4. How is temperature related to the speed of the particle of the dye or food coloring?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________
Note:
If heat is added to an object, the particles of an object gain kinetic
energy and they move faster. In addition, since Kinetic Energy is
directly related to temperature.
The change in the kinetic energy of the particles of a
substance varies with the amount of heat transferred to it. The
greater the amount of heat transferred, the greater the increase
in the kinetic energy of the particles. In the case of the dye, the
particles of the dye added to the container with hot water move
faster due to the greater amount of energy transferred to them from
the hot water. This makes the dye scatter faster throughout the medium (water).

ACTIVITY 3
Part 1: Experiment using a melting ice

Objective: To be able to determine what happens to the

temperature of ice when it melts from solid to liquid.
Materials: thermometer, stirring spoon, one cup or
container, timer or stopwatch and crushed iced.
Procedures:
1. Put the crushed iced in the container or cup.
2. Take note of the initial temperature using a thermometer.
3. Stir the crushed iced continuously while getting the temperature every 3 minutes.
4. Avoid touching the thermometer in the container to avoid invalid result.
5. Record the result using the table below and answer the guide question.
Time / Minute Temperature °C
Initial Time
After 3 minutes
After 6 minutes
After 9 minutes
After 12 minutes
After 15 minutes

6. Create a Line Graph using the data given in the table.

Guide Question
Q1. Why does the crushed ice inside the cup continuously melt?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________
Q2. Describe your Line Graph.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________
Q3. Describe the temperature of the ice as it melts.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________

Part 2: Boiling Water

Hi, students! Today is a great day, isn’t it? Well to make it more fun in continuation to
our previous activity we will have another activity. (Reminder: Please seek the
assistance of the guardian or parents)

Objective: To be able to determine what happens to the temperature of

water when it boils.
Materials: thermometer that can measure up to 100 °C, pan, stove or
burner and water
Procedures:
1. Put the water in pan.
2. Start the fire and get the initial temperature.
3. Get the temperature of the water every 3 minutes.
4. Avoid touching the thermometer to the pan to avoid invalid result.
5. Record the result using the table below and answer the guide question.
Time / Minute Temperature °C
Initial Time
After 3 minutes
After 6 minutes
After 9 minutes
After 12 minutes
After 15 minutes

6. Create a Line Graph using the data given in the table.

Guide Question:
Q4. Describe and interpret your graph.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________
Q5. What similarities and differences have you noticed between the graph for part 1
and part 2.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________
Note: Temperature will continue to rise as you heat up the water until it reaches its
boiling point. The temperature remains constant at boiling temperature when water
starts turning to steam and until all the liquid water has become water vapor. Lastly,
high temperature water transferred more heat than water at a lower more heat.

ACTIVITY 4
Direction: Read the following and illustrate through a poster the relationship between
the mass of the material and the amount of heat it can transfer.

The amount of heat transferred depends not only on the temperature of the
material, it also depends on the mass or amount of material objects with greater mass
have more than thermal energy and can transfer more heat.
Mass is the measured of the amount of matter. The more mass means more
matter. Since matter is made up of atoms. The more matter the more atoms. Each
atom can absorb some amount of heat energy. The more atoms the more heat it can
absorb. Since the hotter an object the more stored heat it can transfer. The more heat
absorbed the more heat transfer can occur. Then the more mass of material the more
heat it can transfer.

Rubrics

Clarity 25 %
Conciseness 25 %
Completeness 25%
Creativity 25 %
Total 100%
 ACTIVITY 5

Direction: Complete the sentence by answering the following questions.

1. Based from the previous experiments how does heat and temperature differ?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Which has a higher temperature? 1 teaspoon of boiling water or 1 cup of boiling
water?______________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Which can transfer more heat? 1 teaspoon of boiling water or 1 cup of boiling
water?______________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Which can transfer more heat boiling water or a cup of water
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. If you increase the amount of heat for boiling water and one cup of water will their
temperature change? Explain
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

ACTIVITY 6
Direction: Classify if it is Heat or Temperature.

1. It is a form of Energy.
2. It is a thermal condition of the body.
3. It is a quantity that indicates whether or not and in which direction heat will flow.
4. It flows from one body to another.
5. It is the total amount of internal energy of the body.
6. It is proportional to average kinetic energy of the molecules of the body.
7. It is the effect.
8. It is the cause.
9. It has a unit of Joule
10. It has a unit of Celsius, Fahrenheit or Kelvin
 Republic of the Philippines

Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY

NAME: ____________________________SCHOOL: ________________________

ACTIVITY SHEET IN SCIENCE -8

1st Quarter, Week 5-6 – (Infer the relationship
between current and voltage)

ACTIVITY 1

Word Hunt: Circle the 10 words listed below. Words appear straight across, back
word straight across, up and down, down and up and diagonally. Write the chosen
letter on a separate sheet of paper.

S A E V I T I S O P
B T C A M P E R E E
O L A T T R A C T M
N H P T Q R E S T U
V W M Y I Z A P B C
D E F S H C I J E K
N E G A T I V E L L
J M U C U R R E N T
O N U R E T E M M A
V O L T A G E J H O
 ACTIVITY 2
HOW IT WORKS: Its Magic!

Direction: Use this activity to explore the concept about electricity. Write your answer
on a separate sheet of paper.

You will need:

Balloon
Mirror
Paper
Hole punch

Instructions:
• Use the hole punch to make small paper circles and set them aside.
• Blow up the balloon and tie it.
• Now, stand in front of the mirror and rub the balloon on the top of your head.
• After a few seconds, put the balloon down and observe what happens to your
hair.
• Rub the balloon on your head once again and hold it over the paper circles.

Questions:
• What happens when you do this?
• How does it happen?

ACTIVITY 3

Multiple Choice. Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.

1. Two objects have collected static electricity with the same charge. What would
the objects do when placed near each other?
A. Repel
B. Attract

C. Nothing
D. Stick together
2. Why does static electricity move from you to a metal object after you have walked
over new carpet?
A. It is attracted to you
B. It is made in your shoes

C. It is attracted to the metal.

D. It is attracted to the carpet.
3. How can you tell when static electricity has been discharged?

A. Heat is released that can be felt.

B. Light is released and you can feel a shock.
C. Static electricity gives off many different colors.

D. The object begins to spin rapidly when it is shocked.

Refer to the diagram below to answer Questions 4and 5.

The diagram is a homemade electroscope. The circles are cheerios that will make a
static charge.

4. In the diagram, the cheerios are apart. What does that indicate about the charge
on the cheerios?

A. Both cheerios are positive.

B. Both cheerios are negative.
C. The cheerios have the same charge.

D. One cheerio is positive, the other is negative.

5. Why would a comb that had been run through hair touch one cheerio and cause
the two cheerios to come together. The comb had

A. a positive charge.
B. a negative charge.
C. the same charge as the cheerios already had.

D. a different charge than the cheerios already had.

 ACTIVITY 4
Direction: Tell whether each pair of objects will attract or repel each other.

1. positive - positive __________________

2. positive - negative ____________________

3. negative-positive __________________

4. negative-negative _____________

5. When you rub two objects together, they can _______________ or

_______________ electrons.

ACTIVITY 5
Fill in the table below.

Static Electricity Current Electricity

A build-up of _______1_______. The steady flow of electron between

objects or places. It comes from far
away on wires.

Stays in one place until it jumps to an Needs a ____2____, a substance that

object. allows electrons to move easily through
it.

Does not need a ______3______. Needs a closed circuit to flow

The kind of electricity you feel after you The kind of electricity that powers the
drag your feet across a carpet and appliances and ____5____ in your
____4___ someone or something. home.
 ACTIVITY 6
Direction: Problem solving: Solve the following problem. Write your complete
solution on a separate sheet of paper. ( 5 points each )

1. Calculate the voltage if 900 Joules of work is used to move a charge of 150 C?

2. Juan deck does 125 J of work on a 10 C charge. Through what voltage did she
move?
3. How much resistance does a light bulb create if it has a current of 25 A
around it in a 90 V circuit?

4. What is the resistance in a circuit if a potential difference of 110 V causes a

current of 10 A?
 Republic of the Philippines

Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY

NAME: ____________________________SCHOOL: _________________________

ACTIVITY SHEET IN SCIENCE -8

1st Quarter, Week 7 – (Explain the advantages and
disadvantages of series and parallel connections
in homes)
ACTIVITY 1
GET CONNECTED: SIMPLE CIRCUITS
We can’t see electricity, but we can make it reveal itself in the simple circuit activity.
This basic experiment will enlighten them to reflect on how electricity makes a lamp turn
on.
Materials Needed:
- connecting wires
- bulbs with holder
- dry cells (battery) with holder

FOLLOW THIS EASY, STEP BY STEP ACTIVITY

1. Screw the light bulb into the bulb holder.
2. Connect two different alligator clips to each screw.
3. Put the battery in the bulb holder.
4. Connect the loose ends of the alligator clips to the battery holder. Observe the
end result.
A FEW TIPS TO HELP YOU OUT
▪ If nothing happened, make sure everything is connected securely, screwed in
tightly and the battery is inserted correctly in the holder.

▪ Each alligator clip should have one end attached to the battery holder and one
end attached to the bulb holder.
Most importantly,
✓ Have their elder siblings/ parents to help them connect the circuits.
✓ If you have younger siblings, please put your attention on batteries and
connecting wires. It may harm them.

Note: If possible, attach the documentation through pictures or video.

ACTIVITY 2

If materials above are not available, you can try this one. Good luck!

Have fun…Enjoy your discovery!

 ACTIVITY 3
What’s the Connection?
Objectives:
After performing this activity, you should be able to:
1. Connect loads in different ways and
2. Explain the similarities and differences between the circuit connections.

Materials Needed:
For Circuit A: 3 connecting wires
2 identical bulbs with holder
2 dry cells with holder
For Circuit B: 4 connecting wires
2 identical bulbs with holder
2 dry cells with holder

Procedure:
1. Construct a circuit using three connecting wires, two identical bulbs and two batteries
such that when one bulb is unscrewed the other bulb goes out also. Once you’re
done with the task, disconnect the battery from the circuit.
2. Draw your setup. Label this Circuit A.
3. Trace the paths of current in Circuit A.
Q1. How many path/s of current are there in the circuit?
Q2. Why did the other bulb go out also when you unscrewed the other?
4. This time, construct a circuit using four connecting wires, two identical bulbs and two
batteries such that when one bulb is unscrewed, the other bulb remains lighted.
Once you’re done with the task, disconnect the battery from the circuit.
5. Draw your setup. Label this Circuit B.
6. Trace the path of current in Circuit B.
Q3. How many paths can the current take in Circuit B?
Q4. Explain why the other bulb remains lighted when you unscrewed one of them.
 ACTIVITY 4
Direction: Using the descriptions in the box, differentiate series from parallel
connection using a Venn Diagram.

1. bulbs light dimly

2. bulbs light brightly
3. can have more than one bulb in a circuit
4. there are several paths for electrons to travel
5. there is only one path for electron to travel
6. when one bulb goes out, all bulbs go out
7. when one bulb goes out, the others stay lit
8. there is a lot of resistance in these wires
9. there is a little resistance in these wires

ACTIVITY 5
Draw the circuit diagram and label each component in the circuit.
Two 20 W lamps are connected in series. This series combination is then connected in
parallel with another 20 W lamp. The potential difference across the series combination
is 110 V.
 Republic of the Philippines

Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY

NAME: ____________________________SCHOOL: _________________________

ACTIVITY SHEET IN SCIENCE -8

1st Quarter, Week 7 – (Explain the functions of circuit
breakers, fuses, earthing, double insulation, and
other safety devices in the home)
ACTIVITY 1
In one or two sentences, interpret the pictures shown below to identify the basic
precautionary measures we should take when dealing with electricity.
Example:

Do not destroy electrical posts. Keep away from high-voltage areas.

____________ ____________ ____________ _____________

_____________ _____________ ____________ ______________

 ACTIVITY 2
Electrical Safety Hunt
Using this checklist, ask a grown-up to help inspect your home. If you find unsafe item,
check off “Needs Fixed” and ask the grown-up to correct the hazards to help make your
home safer.
Electrical Safety Rule Good Needs
Fixed
1. Electrical appliances are used away from water
2. Electrical cords are in good condition.
3. Safety caps are placed in outlets to protect toddlers
4. Electrical outlets have one plug in each of the two outlets.
5. Electrical cords are run safely.
6. Electrical appliances that get hot are kept away from things that
could burn (light bulbs, heaters, toasters).
7. Small appliances are unplugged when not in use.
8. A multipurpose fire extinguisher is kept in the home.
9. Extension cords are for temporary use only, not plugged in and
left in place.
10. Grown-ups carry appliances by the handles not the cord.

Guide Questions:
1. What are the different electrical safety rules that is in good condition in your
house?
2. What are the different electrical safety rules that is in need to be fixed in your
house?
3. Why do we need to check and fixed the electrical lines, cords and appliances in
our house?